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Understanding of the role that attitudes and beliefs may play on the judgments people make about intimate partner violence (IPV) is becoming increasingly important, notably in the context of the criminal justice process and in recognising IPV as a public health issue. This study aims to investigate the importance of several established factors predictive of attitudes towards male-perpetrated IPV, which have never previously been explored in relation to female-perpetrated IPV.

In total, 295 young adults (18–28) from across the UK completed an online survey (M Age = 23.82) comprised of four established psychometric inventories; the Rosenberg Self-esteem scale, Satisfaction with Life scale, Attitudes Towards Female Dating Violence scale and newly developed Modern Adolescent Dating Violence Attitudes (MADVA) scale, alongside a suite of associated demographic factors.

Results derived from a multiple linear regression indicates that three types of attitudes towards male-perpetrated violence against women (physical, sexual, and psychological abuse offline), were significant predictors of attitudes towards female-perpetrated IPV, along with gender and ethnicity. Self-esteem, satisfaction with life, age and education among those surveyed were not associated with attitudes towards female-perpetrated IPV.

The results have important implications in developing educational programmes for those who have committed IPV offences, as well as teaching young people about the nature of partner abuse.

The results suggest that those who endorse attitudes supportive of male-perpetrated IPV in offline environments, also endorse violence-supportive beliefs towards female-perpetrated IPV. In effect, violence-supportive attitudes are held irrespective of the sex of the perpetrator. However, this may differ in terms of how individuals view online types of abuse, where these attitudes appear to be processed differentially to offline attitudes.

This study aims to present the development and validation of a scale to measure the attitudes of Latin American business students toward sustainable management practices in the economic, social and environmental dimensions.

Using a nonprobabilistic sample, the appreciation for sustainable practices in students (ASP-S) scale was administered to a total of 653 undergraduate and graduate business students in Argentina, Colombia, Mexico and Peru. A range of psychometric validity (construct, convergent and discriminant) and reliability criteria were applied.

Construct, convergent and discriminant validity was obtained from the ASP-S scale across all samples. During the internal validation process, two factors were found: systemic consciousness (ten items) and sustainable business leadership (nine items), both of which obtained acceptable reliability indices. The resulting structure is equivalent in all four countries.

The instrument can be applied by educators and learning assurance areas to diagnose and measure the effectiveness of pedagogical strategies used in sustainability courses taught at Latin American business schools. As a result, it has applications for curriculum design. As a valid and reliable instrument set in the context of regional business praxis, it can promote an understanding of sustainable behaviors and practices in future Latin American leaders.

The education services sector faces ever-changing global market dynamics with creative disruptions. Building knowledge brands can push the higher education sector beyond its geographical boundaries into the global arena. This study aims to identify key constructs, their theoretical background and dimensions that aid in building a global knowledge brand. The authors' research focuses on adapting and validating scales for global knowledge and education services brands from well-established academic literature.

The authors have adopted a mixed methodology approach and a systematic literature review. Authors interviewed 18 subject matter experts as part of content and face validity to arrive at select constructs, dimensions and items. Quantitative methods with random sampling were adopted as the primary methodology. Initially, the survey was administered to 390 students to test preliminary results. The survey was also administered to 5,112 students at a later part of this study. Valid responses stood at 3,244 with a 63% response rate. Further, the authors conducted confirmatory factor analysis, exploratory factor analysis and structural equation modeling to test the reliability and validity of scales. This study analyzed composite reliability, convergent validity and discriminant validity to finalize items for scales. The authors also validated the hypotheses based on the discriminant validity assessment scores.

Authors' key research findings are that academic stimulus, campus infrastructure and student intent play a significant role in campus culture and events design and experience at campus. Authors were able to bring out 16 key constructs and 55 critical dimensions vital to global education services brand building. This study also adapted and validated 99 items that meet construct validity and composite reliability criteria. This study also highlights that constructs such as student intent, academic stimulus, campus infrastructure scalability, selection mechanism, pedagogical content knowledge, brand identity, events experience and campus culture play a vital role in global brand recognition.

The authors' work is fairly generalizable to education services and the higher education sector. However, this study must be extrapolated and empirically validated in other industry sectors. The research implications of this study are that it aided the authors in building theoretical background for student brand loyalty theory, student expectation theory and study loyalty theory. This study adds to the body of knowledge by contributing to theoretical concepts on students, knowledge culture, events, infrastructure and branding. Researchers can adopt the scales proposed in this study to build research models in higher education branding. This study acts as a catalyst for building theories in education services areas. Researchers can delve deep into proposed research aspects of campus infrastructure, knowledge infrastructure, campus knowledge culture, events design and events experience.

This study aids educators and brand managers to develop global education services and optimize their effort and budget. Administrators in the education services sector must focus on practical aspects of student perception, campus infrastructure, culture and events experience. Practically administrators can reorient their efforts based on this study to achieve global brand recognition.

This study highlights that students are not customers but are co-creators of value in the education sector. This study provides scales and dimensions needed to build co-creation frameworks and models.

Most research in higher education branding has not covered wider aspects of global brand building. Existing theories proposed in higher education and education services articles cover only narrower aspects of campus infrastructure, culture, events design and branding. This study presents a comprehensive list of critical factors that play a vital role in global knowledge brand building. This study highlights the constructs and scales integral to building a global education services brand.

This study scrutinizes the attitudes of postgraduate students specializing in education toward research at one University of Education in Myanmar.

Having collected data from 121 Master in Education (MEd) students in three education departments, the study validated Papanastasiou's (2014) Revised-Attitude toward Research (R-ATR) scale by performing confirmatory factor analysis (CFA). A one-way MANOVA was used to establish the significance of mean differences between groups and ANOVA was used for the same purpose among groups.

The R-ATR scale is fit with the sample (χ²/df = 1.60), and the students' attitudes toward research are favorable with mean value for research usefulness (5.98), positive research predispositions (5.55) and research anxiety (3.61), despite feeling stressed and anxious. There was a significant difference in the students' attitudes toward research regarding their departments, while no significant difference was found based on their research experience, gender and age.

There should be an effective mechanism in implementing the research course and in online delivery mode, collaboration between the faculties in the process of revision and review of the research courses, effective strategies of improving research instructors' quality and also internationalization to sustain students' positive attitudes toward research and to reduce their stress and anxiety.

This research is empirically novel, and the initiative attempts to first use the R-ATR scale in teacher education in Myanmar.

The purpose of this study is to assess the attitudes of individuals living in Belgium and in Emirdag in regard to patient rights and the effect of cultural differences in developing the attitude. This study measures the attitudes of two groups of people living in different geographies, “individuals living in Emirdag and Individuals emigrated from Emirdag to Belgium,” and yet having the same ethnic origin, common social and cultural capital.

Implementing quantitative research, the data for the current study was obtained from a total of 1,043 participants, who were administered the Likert type “Patient Rights Attitude Scale” along with demographic questionnaire.

The total score mean of the scale is 126.09 ± 15.21 in the Emirdag group, whereas in the Belgian group, it is 129.78 ± 13.356. While the attitude with the highest mean score about patient rights in both groups observed under “the right to seek medical attention” and “the right to consent in medical and drug researches” items and thusthese items are considered as a common denominator, the two groups differed in the scale items that received the lowest average.

It is important to determine the effects of attitudes toward patient rights and cultural differences on the development of attitudes, to determine the problems in the delivery of health services and health service procurement.

The structures that direct the choices and decisions of individuals in critical subjects such as organ transplantation and euthanasia, and thus having different practices in the doctrine, can be affected by individuals and even society’s rules, beliefs and values. It was concluded that immigrant participants’ dominating culture and related beliefs, rules and values play a role in the making of decision and choice.

The authors' research examines how negative electronic word-of-mouth (e-WOM) alters focal customers' post-recovery justice perceptions and attitudes to determine their future behavior with the service provider. Specifically, this paper develops and tests a conceptual model to investigate how negative e-WOM alters focal customers' perceptual and attitudinal outcomes after the service recovery experience. It also examines the post-recovery effect of negative e-WOM on focal customers’ willingness to patronize the service after their recovery experience.

To test the hypotheses, two pretests and two experimental studies with created scenarios in the retail context were conducted.

The authors' findings reveal that services are judged during and well beyond failure and recovery occurrences. To maintain a loyal customer base, service managers should develop processes that address service complaints both within and beyond the service consumption stage. The authors also find that despite a favorable recovery, focal customers gravitate toward the failure experience and develop unfavorable attitudes toward the service provider, leading to likely defections.

The authors' research demonstrates the persuasive power of negative e-WOM at the post-service recovery stage, making a unique contribution to the service recovery literature. This research also contributes to the persuasive effect of negative e-WOM, demonstrating message context as a boundary condition of negative e-WOM effects. In general, the authors' work highlights the importance of understanding the psychological processes involved in eliciting the persuasive influence of negative e-WOM in the post-service recovery stage that may lead to the defection of “so-called” successfully recovered customers.

The study assesses pre-service teachers' attitudes, confidence in research and intentions to use research by comparing the effectiveness of practical versus theoretical training in research methods courses.

This natural experiment examines the impact of the adaptations made to a research methods course for 848 pre-service teachers, due to the COVID-19 pandemic. The participants were naturally divided into two cohorts, each attending either the applied version, which required the completion of a whole research study, or the theoretical version, which did not require data collection and analyses. The data were collected through three questionnaires measuring attitudes, confidence and intentions toward research.

Inferential statistics revealed that pre-service teachers in the theoretical course (1) had more positive attitudes toward research and less anxiety, (2) had more intentions to integrate research in their daily practice and (3) had more confidence in engaging in educational research, compared to the pre-service teachers who completed the applied version of the course.

This study uniquely capitalizes on course adaptations, imposed due to the pandemic, to compare attitudes toward research. This is an ideal comparison because comparing attitudes of participants from different contexts involves many confounding variables. The study’s significance is amplified as, it not only elucidates the variances in attitudes, but also underscores the intricate relationship these attitudes share with the design of research courses. The insights yielded by this study offer substantial potential for reshaping pedagogical strategies in research methods instruction, thereby serving as a cornerstone for future educational innovations.

This research aims to reveal the working principles of the decision mechanism that affects the use of neural implant acceptance and to discuss the leading role of digital literacy in this mechanism. In addition, it aimed to examine the theoretical connections of the research model with the conservation of resources (COR) and technology acceptance model (TAM) theories in the discussion.

The authors collected data from 300 individuals in an organization operating in the health sector and analyzed the data in the Smart Partial Least Squares (PLS) 3.3.3. This way, the authors determined the relationships between the variables, the path coefficients and the significance levels.

The study has found that strong digital literacy skills are linked to positive emotions and attitudes. Additionally, maintaining a positive mindset can improve one's understanding of ethics. Ethical attitudes and positive emotions can also increase the likelihood of adopting neural implants. Therefore, it is crucial to consider both technical and ethical concerns and emotions when deciding whether to use neural implants.

The research results determined the links between the cognitive, emotional and ethical factors in the cyborgization process of the employees and gave original insights to the managers and employees.

1. Determination of antecedents that affect individuals' acceptance of neural implant use.

2. Application to 300 individuals working in a health organization.

3. Path analysis using the least squares method via Smart PLS 3.3.3

4. Significant path coefficients among digital literacy, positive emotions, attitude, ethical understanding and acceptance of neural implant use.

Determination of antecedents that affect individuals' acceptance of neural implant use.

Application to 300 individuals working in a health organization.

Path analysis using the least squares method via Smart PLS 3.3.3

Significant path coefficients among digital literacy, positive emotions, attitude, ethical understanding and acceptance of neural implant use.

This study explores the utilization of simulation tools for building performance assessments among design professionals in Ghana.

A quantitative approach was used to obtain responses from 104 design professionals in Ghana through a structured questionnaire. The questionnaire was generated through a critical review of the related literature on the subject matter. Data from respondents were analyzed through descriptive and inferential statistics.

Results from the analysis indicated that design professionals in Ghana possessed a low level of awareness of the simulation tools used for building performance assessments. Subsequently, the findings also revealed that the design professionals' level of usage of the simulation tools was low.

Practically, the establishment of this study informs design stakeholders, educational institutions and researchers in Ghana. For design professionals, these findings will focus on enhancing their use of simulation tools for evaluating building performance in Ghana. For educational institutions, these findings will enable them to implement the necessary strategies for incorporating the concept of building performance simulation into their curriculum in order to boost awareness and utilization. Finally, researchers will also use the study's findings to identify any research gaps for future studies.

The findings from this study pioneer knowledge on an under-investigated topic within the Ghanaian construction industry. It also provides insight into the developing state-of-the-art technology employed in the built environment.

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.